Our Changing Landscape classroom display with vocabulary word wall and anchor charts.

As a final inquiry project, students considered hallway behavior that they felt could be improved upon. They designed signs that they thought would promote safe and respectful behavior in different areas of the school.

Students reflected upon the photographs in the Revolutionary Gallery Walk Hook activity for this unit. They were able to understand what revolution and revolutionary meant while they previewed content from the unit to come.

Students learning about how economic choices can have positive impacts. It is really helpful to have a space where we can add to student learning and showcase student work throughout the unit.

The students LOVED making historical models and didn't even notice that I was having them practice making a claim (to name what they wanted to show with their model), use primary sources (to make their details historically accurate, and elaborate on their thinking (with a maker statement). They created a scavenger hunt for other classes to do as they visited our exhibit. While these projects took a long time and were messy, they were worth it for the high student engagement and deep thinking they prompted.

My students created dioramas to show globalization in different settings. One group created a diorama showing Epcot/Disney World. Another group showed how different places receive products. They were very engaged and excited to show the meaning of globalization and how we are connected as a community and world.

Our class learned about the making of the transcontinental railroad and how it impacted our country. As part of the reflection, the students did a craft to match the lesson.

Documenting history, students took pictures of current playground. They illustrated changes to landscape as solar panels will be added to building and playground will be redesigned.

Students illustrated and organized flip book handouts.

Students created an innovation through the inquiry process. They then completed a guide stating the spark, how the invention works and the impact it will have. Students presented their innovation at a schoolwide Innovation Fair held for families.

Using the Inquiry process, students decided to make a cookbook using a family recipe that represented their cultural background. Students cooked the dish at home; many students took pictures of themselves preparing it and included it in the cookbook. Cookbooks were shared with students and their families.

Students painted self portraits and filled in hearts with pictures and words to show themselves on the outside and inside.